The Role of Artificial Intelligence and Embodiment in the Inclusion of Schools: an Analysis of the Didactic and Pedagogical Potential in Primary School
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Artificial Intelligence, Embodiment, Inclusion, Students, Primary SchoolAbstract
Artificial Intelligence (AI) integrated with Embodiment-based educational practices has the potential to revolutionise the approach to inclusion in schools, opening up new avenues for learning and active student participation for an education that values diversity and promotes equality. Through a combination of quantitative and qualitative tools, such as the Ainscow Inclusion Scale, semi-structured interviews with teachers and students, and direct observation, this study demonstrates that the use of AI technologies to create embodied learning environments has a positive impact, not only in improving inclusion and participation, but also in influencing the motivation and engagement of students, particularly those with disabilities. The discussion of the findings is contextualised by a review of existing literature, which highlights the effectiveness of such strategies in promoting inclusive pedagogical practices. In conclusion, the study acknowledges the need for further long-term research and emphasises the importance of investing in this area.
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Copyright (c) 2025 Fabiola Palmiero, Maria Giovanna Tafuri, Federica Badii Esposito
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
